Development and evaluation of the Baltimore teachers’ in-service community study program

206 Pages·021.847 MB·English

by  Bard, Harry

DEXHSLOHfTOT AND IWAHJATION OF THE BALTIMORE
TEACHERS* IN-SERVICE COmJHITr 3TUDT PROGRAH
By
Harry Bard
Thesis submitted to the Faculty of the Graduate
School of the University of Maryland In
partial fulfillment of the requirements
for the degree of Doctor of Education
1951
UMI Number: DP70265
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
UM I
Dissertation Publishing
UMI DP70265
Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
Pr v ro/Q—v uest
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346
fhm m$hm iriiho* to osrparooo hi* £00$ opprooi&iloii to th* m i
h fftH il fortiolpoot# 1* tho ia m ii^ Staily $*oft*o»» lo tho &jron|£
£o«toro» to tho o**p oofisom^oitwo of « m a i^ oijoooio*, t* it*#
otaff of tho Mm&toa Bopootftoot *t tho &BdTef»ftitp of IlMfiaaO,-
ooA to tho wmmtmm ooo«ott«»to*
ifooioi thaiOr* *ro oirtoadod t* fooooih Borroth* &««£«tooi
^oosNtis-i&tor of tho 0##E@8BBdtiy otooy pdpoorojo*, to s>f* 3m $**«? fagio#
aa£ #i# ooHvo Bsatimor# hoard of spp#rlnt#n£oiit*, to hr*. fhartii*
B« notion, to«rot«rtL*& Mio to tho i*9|f«sf to Br« a. w i^in
■who m s T^rtiooiofly h^tpfhl oith Chaptor Two, «oft to Hr* A&otii
oth&sigtor of tho MtaNNAtp of hotjfSoaO oho** ohto #r*i£*»oo*
<Hroet£oti m l o»o@«y«^o»o»t no* ooor proooot*
fAMM or mmwm§
!, £h* oai Ito laitttiiiilldfi 1
FaifiOftO of tho ♦ *.......... 5
©oorrtoir of Pr©«o<8h*re «M lo^w^ftattoa of Stair* ....* $
Of tli# IrfttIS S ,.,.......,...,............. §
S* fts© HSotorir of F^ol*Ooimmi*y Sol&tioao in ttio Ss&tiooro
M bO it« ............................................................*................. W
O*o*tfc of Futile S»tore«i eci Control $ t$2S~E®®5. 13
Wmmlepmafc of PrefeeeiessaX staff aai Sto Fomsros
ta ^ m © * . ................................... * m
Cooporatien of Staff oaf CoOT^altyi 1 H 0 4 9 3 O . 31
tooltftotieii of the CmmmH^r School I *4
3. ft*# OOMMaltr Stair tifc*S«r*i<so f¥e$3M»« *».»*.«•*«**»••. •«»«««» *9
*fh« Qvigim of the trogfwn*
.
Softy Brrelopaeat of tho frogrwa, ........... St
Iheptmetoa of tho fy©$*oa»«•*•«•«««••••»»**••• •**»«• .«•,,**«, 53
m m xlpttm of tho P r o « r & » . . . . •#.«••• 5?
tflOOiOg: ..............................♦ ................ S3
Aa ^alaatlea of the Frogroa - Aaa&yote *ai SateFproi alien
of Into*. . . . . . . . . . . . . . . . ......................... *..........
i*h«t 1« Boiof 8%
fho foohMoaog Uooi* ................. ♦ .. .#.............•••«.*«**» Bg
Andy*!« oxii Satorrrotatloa of 4$aottlio«a*tro Dot** OS
AttOjroiti oai Imtorprotottoa of Fortioi^ytto* Booor&o* 13&
i»pp|» of $t&nlfie*at ooooiiit ................*** 1.35
dOfSag lO B titi, ................... 13®
flhaptar p®m
5* for m i Xmplinmklm* fm
............. t*®
f«o$o mmi, Oosolott* of th« Foor Wt
m®mnm %&• irepi»,.,,o.**»».*........... 15^
§m£HlmW0m of loo&OFt tsl OeiMra&tos&o*.*.** *.*.»» *.«••** 155
BolaHomfhip* ^OfflMwnity A^oaoioo.. „.*,•,.•»••«»•«»•••• 157
fis$fttOo%fO*i« For $«feool Syotono ..........................» 155
.*..... .....
ffeo
C o f
Fho HI #fc©yy #f g@tWM>l~Ooa»smi ty Bolatlea* 1m Hit
MLt&flNm So&ool . . .............. ♦
The CotwfcttsiSjr ita ^ r lo-S orvico F ro g ***,..............................
0* Wmlmtloa of ilio FrOfrawo * jUa&Xyoi* osai
fttkoryvote&loa of B&ta..... ... ........... . . . . . . . . . .......... 1#
looosaisoBdot A ©»« for ls*pswo**aS m i lOf&lo&Hoao
for $<Sh«Ol ^y«%#KO Hooo^oio. ......... Vft
m m U ffogN r* • .................... i? 3
k^pmsMx .» ..,o .............. t
Txe«rt*i# fro* 92 VoMtoor*1 BooorSo taAiooHair Tff^ct*
of U nit toor Ooamsity 9%*$pw. ...............•**.*,.»**••.«• 1
Soho Fal&iSboft V Gmmtx&tF Stagy ^ rlie l|B & l« ,•,•• *<r
Ftatooltoa %M»«tlooaoir« * Coaatsaity Stagy Fro«ro**........ arks
1. w® m bsso® s tn to m s , 19*8- 29. ............................... K$
2. om tiy? w w w s rawmsms «w iw j® *r mrmv 1. 199*............. %
I* sssrsnena* or trawsw* &mamm to r a s ® s«oo*. 89
9. or mswatAar *sms*8* juksoksw to amm. . ....... 90
5. m sm tim tm m iwooraMar fm m xm A&smmm to w m w 90
€_j#* UfS^t£]$Wf€$ IjdVuUk fU«M iMftUrMiirt' MInin tin- M*, •M" ^-v—■ W— .■ WW dfMfOcMftb iFMtA Ml ^fScMfTcSMfIc , ********* JmilHlfth
of pi&fiaffj&P n&MMi &g@08$si&
■ aft -ppf^JS »vV» OMiy%y<WO 9*9 Hr*7" *SWWs >wr ■.jp|prv» ^ iW'*wa*irwWw?'vlKW "•HP1 »» “ ■ or zp'wm
» g 0»am ¥i<w . .......................... 91
8, w m a m n m m vuaam teemvtm to siw w uos 9*
% m m m m n m o r ts & a w s A W ^a rss to m w m m en a m m *®
tHISlR AS* n^COSSBJH SSOOAttCQE. 9*
A3E8 . . . . . . . . . . . . . . . . . . a . .
ie. oiwrxbwiok or Tmtmns Asmwzm to Bwasa or twws or
wtwsrtso ioswmhpbkw. .............. ................ 93
U # m im im m m or rrkmms aocobhito to %wm or rAxrzemtxav,.. 99
m m m txm m m
i* . siw sw j or tm csiK s srasr a m m p roa u
4C9MratS fO %WfM> W . ««**#******#*********. . *• ■«
Tftss mmm*m aw m iv rm x a m o *
Tho otgotflooaoo of relating tin# echo el to the oesimmliy g*e#» hadte
to fho Iw^aningss of AnMriooh odito&iiim in tho oowftatoonth
during tho early yearn of tho public school# laymen purdsaiMsd tho school,
buildinge* hired tho teacher#, determined tho eurri etilu® and often <ie«*
ctied what teaching Mtho&o *hot&d he mood. The #<&©©! wo dote to tho
pooBfco* The tot tor port of tho oiaoteoBfth mmturp mw tho growth of nomel
oohooto* tootihoro* eiftaai tattoo* sol opooitfliftoA iiedegoflooX. methods. Theoe
edwaneee brougfct about o 9Mf«»H«oAlcfttUii of eduction end ebroag eppeti-
Hen to hawing uatraiaed pereene carry ©at erecsatiire re*|iea«lMliil#a» The
og$o*ltio& to toy portiotpfttlo* 000 hated on tho- holt of that edtoeaHoft hoi
\mmmrn m yrofoootosi ami that only tho expert# eos&A decide what shell ho
t« # il iM how* This holt of woo earr tod e© far that by tho opoaiiag of tho
twentieth ee&tu#y ia «aay place* tho edueatere drowe the lay tmhlio oat
entirely 00 that the school oatlotoi &mft from tho oooaiiaity*
From the extreme belief that school« mint only for thoeo in them
ami should ho man only by tho oarooutlro etaff * bher© ha* been a gjflMMl
ww«r.<mt toward the <riMr that Mbao!* *r» .art of til>A..CMMHHt,*>: .«*». «nart
hottd Var 1 aoceiemtei this cowietioai it m i them
that ytikdosto bought oaring* etampa, woftrod ia war vegetable gardeae* ooltoetod
*©*£$ mM carried out numerous* oetiwitloo hrlooiof them lot# tho oowaoity.
Moreover,. oohool building# wor# often uo#4 during 1917-1S har draft b*aft£*t
by military grrnspm and by patriotic agencies. Many of thooo effective
relatlonshipe between school and community wore eeatinaed on through tho
f
19201 # whoa pMmnt^toathor ovft#&l«&tlOB« mad eivie a^omol## war# imernss-
lag la number and amdt i#v#lops#ai#.
However, It voo really th# 1930* • and. 4of a that brought profound
writing# «ad otgalf toast #rp#rl®#atailom In th# field* fhm phllooophy
of tho commnity*school ld#» » « eiajpifled by Hdwarft ami tichoy who hold
that, “Fbo dynamic# of ©due ilcmal change I* to bo found sot primarily In
the voile ami influence of odneatlonol philosophers ami reformer#, hut is
th# ooo&ol force# #$#y#Mag In th# to duty.** fh#«# author# did much to
adtas&o* tho idea that th# school ami th# ©owsasmity could mot «Kl«t apart
fron #ssd* #1&#f m m if pmptm tri^tod tbi# to occur* Oaokr #M 0*«te noted,
th# l^ortoaco of that® relationship* la their philosophical treatment
«tat«dp * School problem# of grcait^ importance to the nation,**
<p
arc th# problem# of mm society*11 Another r#e«mt ihilo tophi e&l troatloo
worthy of attention 1# that of frump who believed that, “First* odnoatlen
It ft proa### that involve# potentially, if not actually, th# entire
oqaMHsnity,”^ So th# philetophi eal und crpl saln& n of th# eommtmi ty-school
mmmm% v#r# solidly #*t#hll*h«d by lf 50.
Idmforeiat th# philosophies! #t«dl#« la th# eoaaiunity-®Ohool
noronoat* mmoromo public tioa# on teaching technique# tsmm into b#l»g
in th# 1930*« mad 19^0*#, For «@ea®pl#, tho national Council for th#
lH#wtca Fdward# and Honsoa 0, IIobey, fhp School la th# American
gfladLmL Or&ay* p, xi* Bottom loa#t«n Hlfflla, 1947.
%loya A. ana Slain* t. Coete, 4 WflMaJKjUaiL A18WWM# £& Eftaeatlcn-
p. 3. S*w Vertci KoSJraw w m , 1950.
3j. 1.1 oya Inap, 1SSL SS&28ilt MSI S.a»B8lMag. *S&L *««!#«. P. 9.
Whttal lMv#r#lty #f Xllinoit Fro##, 19^9*
3
Soclssl Studio# state# that, *fh# choice of a «nhj@©i for th© liut^. Yoarhq<lgr *.
warn doiormifiod in part ty th# do sir# to ask* aratlmhl# a roeor# of what
many eewmjoaity-oomtor#^ school* are actually doing... ^anchors who## entire
training amd experience hat h«#» of aoademie type find it difficult***!©
develop aver night techniques for patting th# theory into pr act i so. ift*
Other organisation# suck at *!*h# Fatten*! Flomemtary School Principals,^
d?he Association for Superrtsiea and Curriculum ttovelopmettt,^ Yh# American
Council on Wdueoiioa*7 and th# TJ. $. Off loo of Iduoatio# published material*
dealing with th# to dial cues in study,
Amo$ th# ©or# important singlo-suiher writing# on teaching technicpee
wore those hy Olsen, who state# of his own hock, »lt is hop## that th#
ralnao may sere# to ©e#t ®. wtdeepres# donoM for veil# •know-how* in tho
#r«a of community educs&ton at all school lw «ii fro© kindergarten through
aMLt oducation, and. in all teaching fields fro© art to .oology." 9 * llo
this natal tioue Plalm was not fully real 1 sod, Olsen, in this and subsequent
works, severed th# teaching technique# of th# community~sehool m&wmmmt
rather thoroughly*
%sstiomiil Council for th# Social Studios (W,1%A. ), Utilisation pf
BiSfiMEOU. la ISSlaL lSa3Ms» TnwrtaMfc, p. lit. a&?hingto»»
fh# Council , 193B.
5$tetlcmal Hesetttnsy Principals }, Community Living aqo4 tjb^a.
School. IVeatywfourth Yearbook, Washington I Tho Department, 19&%
^Asaoeiatlon for Supervi si on and Curriculum Bevel opmeai (F.F, A*)* tmmm
M il 3 , a ft* iH C tlsA te . ^ashtngton* Yh# Association, 1^ 6,
Saekwell, Tgfitsl flMHttaMBL
w, ka*hingtont American.
Council on Mueation, If&3.
Office of fhft
Strnitod States Iduoatlon, apd C oroxrlty
Fashing ton* Yh© Off loo, 19^,
^FAvnr# 0, Olson, and Others, School and gommpnlty. p. v. Hew
York!
Frcnt&cn-Hall, 19^5.
I
• 3
* I
f*t
f
? I
«
I
SI i
*
I
t I W
5 9
a m
I I£5*
tmt #** **
«gVr> m$ wr *%
» 4 S
a I
I
Ma* 2< $ »rn
M* W
ms* i *
W
! * I &
«
o» # «* •* a «
tar 0 «
f I i i % » wS
* I »
a f
W
m a
i § % T
| f %
*% ** n
*
** * # A
I s #l ni
# * *«1* 593 Jn| saa
tf* $** g. * S8 a *•
$ »■* *% (
t
* I p i o*
%
O »l
V* »
IS «(
*
r«► % a
*
■* 0
& i
%
& *
«
«
*
*
*¥
**
%